| Motivational strategies, self-regulated learning and metamotivation Запись воркшопа Christine Muir на конференции SPRINGBOARD ‘26 |
Описание доклада:
ttention to students’ motivation is a ubiquitous part of classroom life. No teacher training programmes are complete without focus on classroom management and group dynamics, yet this hugely important aspect of teaching in many programmes can sometimes become overshadowed. Many highly useful, practical lists of motivational strategies exist, designed to support both students long and short-term motivation in the classroom, alongside students’ agency and development as self-regulated learners. In this talk, I review key concepts, some common misconceptions, and explore practical implications for teaching drawing from new ideas related to metamotivation.
Помимо записей вы получите слайды выступления, чтобы вы могли в любой момент вернуться к ключевым идеям и рекомендациям;
Помимо записей вы получите слайды выступления, чтобы вы могли в любой момент вернуться к ключевым идеям и рекомендациям;
Автор выступления
Christine Muir
The Speaker is Assistant Professor in Second Language Acquisition, Faculty of Arts, at the University of Nottingham in 2016. Prior to this, she worked as an English language teacher in a range of international contexts, including Russia, Finland, the Czech Republic, and Scotland. Her professional experience includes teaching diverse learner groups, English for Specific Purposes (notably Business English and exam preparation), course and materials development, and collaboration with national language schools on language testing materials.
Before moving into language education, she trained and worked as a classical cellist. She holds degrees and professional qualifications in music and performance from the University of Southampton and the Saint Petersburg Conservatory, and has experience teaching both cello and music theory.
At undergraduate level, she teaches modules on the psychology of bilingualism and language learning, and on teaching English as a foreign language, with a focus on second language acquisition theory and its pedagogical applications. At Master’s level, she teaches modules in speaking and listening, vocabulary teaching and learning, and syllabus design and methodology, and supervises MA dissertations across campus-based and distance-learning programmes.
She currently supervises PhD students researching topics such as teacher and student motivation, narrative identity, teacher resilience, mindsets, learner agency, and self-regulated learning.
Before moving into language education, she trained and worked as a classical cellist. She holds degrees and professional qualifications in music and performance from the University of Southampton and the Saint Petersburg Conservatory, and has experience teaching both cello and music theory.
At undergraduate level, she teaches modules on the psychology of bilingualism and language learning, and on teaching English as a foreign language, with a focus on second language acquisition theory and its pedagogical applications. At Master’s level, she teaches modules in speaking and listening, vocabulary teaching and learning, and syllabus design and methodology, and supervises MA dissertations across campus-based and distance-learning programmes.
She currently supervises PhD students researching topics such as teacher and student motivation, narrative identity, teacher resilience, mindsets, learner agency, and self-regulated learning.
Запись выступления Motivational strategies, self-regulated learning and metamotivation. SpringBoard26
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